Unit 5 The Value of Money Reading and Thinking: The Million Pound Bank Note教学设计 2024-2025学年高中英语人教版必修第三册

该高中英语高考复习教案围绕戏剧文本阅读理解专题，将戏剧体裁特征、隐含意义推断、人物性格分析及金钱观主旨等核心考点，按“文体识别—情节梳理—细节深挖—意义建构”的逻辑层次展开，通过视频导入铺垫背景、分层阅读梳理考点、批判性讨论深化理解等教学环节，帮助学生构建戏剧文本的解读框架和解题思路。 教案采用任务型教学与合作探究法，如通过播放《百万英镑》片段并结合三维坐标图分析Henry情感变化，培养学生的思维品质和语言能力。设置分层次阅读任务（情节梳理、细节问答、隐含意义解读）和角色扮演作业，配合即时反馈，确保学生高效突破考点，为教师精准把控复习节奏提供实践指导。

必修三Unit 5 The Value of Money Reading and Thinking PPT教学设计 教材版本 人教版（2019）普通高中教科书 英语 年级 Senior Grade 1 册别 章节 高中英语必修三Unit 5 The Value of Money 授 课 教 师 温志平 课 题 Unit 5 The Value of Money Reading and Thinking: The Million Pound Bank Note 课时 安排 2课时 课 型 新授课 教材分析 《百万英镑》是文学作品。本单元是高中英语必修阶段第一次呈现戏剧体裁。戏剧是一种综合的舞台艺术，剧本是文学体裁的一种，剧本通常用“幕Act”和“场Scene”来表示段落和情节。本版块呈现的是《百万英镑》戏剧第一幕第三场的剧本。起因是两个富豪兄弟用一张一百万英镑钞票打赌，身无分文的Henry正好路过。在询问了一系列问题后，两兄弟确认他就是最合适的人选，于是将那张百万英镑的钞票放在一个信封里交给了他，亨利糊里糊涂地接受了约定。这场戏充分表现了亨利正直、诚实、坦率、要强的性格，为后面进一步展现他的性格和心理活动作铺垫。 Ⅰ. 教学目标Instructional objectives: At the end of this class, students will be able to: 1.Identify the essay type and the features of a drama; 2.Train the students’ ability to grasp implied meaning; 3. Assess and analyze the main character’s characteristics critically; 4. Enable the students to know about the attitude towards money. Ⅱ. 教学重点Key points: Understand the story process and analyze the characters’ emotions and personalities Ⅲ. 教学难点Difficult points: How to figure out Henry’s feeling and infer the implied meanings. Ⅳ. 教学方法Teaching Methods: 1. Task-based approach 2. Cooperative teaching method Ⅴ. 教学过程Teaching procedures: Step1 Warming up Activity 1. Lead-in Students appreciate a part of the video—The Million Pound Bank Note and are introduced to it’s author Mark Twain. Think about the following questions. Q1.What do you know about Mark Twain? Q2. Can you name any of his works? 设计意图：观看视频，带入课堂，调动学生对作家的兴趣，引出话题，做好语言背景铺垫。 Activity 2. Pre-reading Suppose you get a large amount of money, for example one million pound, by buying lottery tickets (彩票) and become a millionaire (百万富翁), what will you do with it? Students can tick the things from the lists you would do with a million-pound bank note and also can add more choices. After that, the teacher can introduce a man named Henry Adams really got a million pound bank note in Mark Twain’s play. Q: “How did that happen?” Step2 While-reading Activity 1. First Reading: Read for the setting (time&place) and characters Task 1: Listen to the play and take down some notes. Q1: What is the main idea of the passage? Q2: What are the basic elements and language features of the play? Students listen to the text recording and predict the content and the text type. Then, the teacher introduces the basic elements of a play/ drama. 设计意图：通过创设情境，培养学生能够利用标题预测对话内容和作者的行文思路。通过快速阅读验证自己的预测并识别文本类型，让学生了解戏剧文体的基本特点。 Activity 2. Second reading : Read for the plot students are asked to skim the dialogue to fill in the chart with proper words. Activity 3. Third reading: Read for the ideas Task1：Read for details　 Think about three questions: Q1. How does Henry want the brothers to help him? Q2. Why do you think Henry does not want the brothers’ charity? Q3. Why do you think the brothers chose Henry for their bet? 设计意图：该活动是为了让学生在主题引领下，通过快速阅读，完成对文章基本信息的梳理、获取和总结。 Task 2. Read for feelings Students watch the five short videos, analyze the changes on Henry’s looking and describe Henry’s feelings using suitable adjectives. 设计意图：学生再一次品读对话，利用三维坐标图，引导学生深层次挖掘主人公Henry的情感在时空线上的变化，培养学生思维的逻辑性，继而实现深度学习。 Task 3. Read for implied meaning Explain what the speakers mean by saying these sentences. 1. I went to the American consulate to seek help, but ... Anyway, I didn’t dare to try again. 2. You mustn’t worry about that. It’s an advantage. 3. What luck! Brother, what luck! 4. Oh, this is silly. 设计意图：以讨论方式培养学生加工信息的能力，理清故事情节，使学生形成结构化知识的同时建立起信息之间的联系，帮助学生搭建过程性支架，从而更准确全面地理解故事情节的发展。 Activity 4. Character Analysis What kinds of people are Henry Adams, Oliver and Roderick? Find some clues in the play. Students read the lines of dialogue again and infer the personalities of the three main characters. 设计意图：学生继续品读对话，从人物品质的角度挖掘文本内涵，用形容词概括三个主要人物的品质，学习他们的诚实、勤劳、智慧，形成正确的价值观，实现立德树人的目标。 Activity 5. Finish the mind map and retell the play according to the given story mountain. Make a plot outline of the play development. 设计意图：回顾文本，关注文本特征，进一步深化对故事情节演绎的理解，教师提出问题，帮助学生归纳英文戏剧的基本构成要素和语言特征。 Step3 Post Reading---Retell Activity 1. Retell the story by Completing the two passages according to the text. 设计意图：巩固重点词汇和词块，让学生完成2篇短文填词练习，可以为他们提供语言支持，让他们运用关键词写出阅读文本的概要，创造性地组建句子形成一篇有逻辑的短文，训练出概括戏剧文本主要内容的能力。 Activity 2. Critical thinking (Reflection) Q1:Why do you think that the brothers chose Henry for their bet? Q2:What kind of role do you think money plays in our daily life? Is money everything? Draw a conclusion: “ Money is not everything”. 设计意图：通过开放性的问题，将语言知识与学习策略融为一体，巩固所学知识，提升学生问题解决能力，在互动交流中表达个人的观点，促进学生思维的创新性，正确地看待金钱，从而培养正确的价值观。 Step 4 Homework 1.Role-play Act 1, Scene 3 with other students for the purpose of practising natural intonation and conversational interaction. 2.Write a possible development to the story. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $